An Action Study On The Application Of Situational Teaching Method In The Middle Stage Oral Communication Teaching Of Primary School Chinese

Oral communication ability is an indispensable ability for modern citizens,and the teaching of oral communication is increasingly being valued by experts,scholars and frontline teachers.With the development of the times,the previous oral communication teaching is less and less able to meet the needs of the development of students’ oral communication skills.As an efficient teaching method,the situational teaching method has been favored by many front-line teachers since it came into being,and has been widely used in the classroom.With the implementation of unified textbooks,the layout of this set of textbooks in the oral communication section is a challenge for both teachers and students.How to implement the goals of oral communication teaching in teaching and improve the effect of oral communication teaching has become a topic of concern to the majority of frontline teachers.This research focuses on students’ own learning characteristics,focuses on teaching practice,adopts literature method,survey method,action research method,and combines analysis and application.The situational teaching method is studied systematically and scientifically using the third grade X class of Baotou S Primary School as an example.The application in the middle-stage oral communication teaching of elementary school Chinese.Based on this,this thesis is mainly divided into five chapters.The first chapter is the introduction.This part mainly introduces the basic situation of this thesis,including the research background,research purpose,research significance,research status and the research methods.The second chapter is the definition of concept and its application value.This part mainly includes the definition of related concepts of "Situational Teaching Method" and "Oral Communication",as well as the application value of "Situational Teaching Method" in primary school Chinese oral communication teaching.The third chapter is the preliminary investigation and analysis of the middle-stage oral communication teaching and teacher teaching process of S Primary School in Baotou City.It mainly adopts teacher interviews and student questionnaire surveys to fully understand the current situation of the middle-stage oral communication teaching and learning in the middle-stage Chinese for action.Research to be a foreshadowing.The fourth chapter is the action research on the application of "Situational Teaching Method" in the middle-stage oral communication teaching of primary school Chinese.This part mainly conducts action research on the third grade of S Primary School in Baotou City,including two rounds of action process,analysis and reflection of action effects.The fifth chapter summarizes this research and proposes countermeasures for the application of situational teaching method in oral communication,mainly from the three aspects of the use of situational teaching method,the implementation of teaching by teachers,and the improvement of students’ ability.Provide some lessons to be learned for oral communication teaching.This research applies the contextual teaching method to the third grade oral communication teaching,which not only enriches the oral communication teaching mode,but also helps cultivate students’ oral expression ability,promote the professional development of teachers,and also change the classroom teaching atmosphere.The construction of a new type of teacher-student relationship provides favorable conditions.